One particular piece of technology I have focused on to design a technology enhanced learning environment (TELE) is SketchUp Make (http://www.sketchup.com/products/sketchup-make). The software is available free and also has educational upgrade licenses for a very low cost.
In today’s growing technological world almost every aspect of the global economy uses computers and technology for the design and delivery of products and/or services. However, the world of education has lagged behind greatly in classroom use and integration of these technologies particularly in the area of drawing and design. Most K-12 math and art classes are designed to teach drawing by hand or reading graphs and scale diagrams from paper or text books. In today’s employment world the use of CAD software is now the industry standard and CAD skills are preferred over hand drawn designs and illustrations. Some professionals feel that the main impediment to maximizing the benefits of CAD systems in architectural education is not only the inappropriate definition of the objectives for the implementation of CAD education but also that the control subsystems are usually ill-structured and relatively poorly defined. Schools should therefore define a coherent and consistent policy on the use of CAD systems as an integral part of studio design and evolve an in-house strategic and operational control that enable this set objectives to be met (Yakubu, 1994). With the proper instruction the use of CAD software like SketchUp, can not only engage and enable students to create meaningful projects and designs, but also provide them with relevant 21st Century Learning Skills that current and future employers will look for.
My aim in designing lessons using SketchUp and developing a TELE was to meet the specific outcomes of Apprenticeship Workplace Math 11. The introduction content in the textbook on scale and 3D objects would be presented in class however, all activities for the unit on 3D modelling will be done using SketchUp instead of the traditional pencil and paper lessons.
Below is the Provincial specific learning outcome meant to be covered by the proceeding lesson samples.
| Specific Outcomes | Achievement Indicators |
| B3. Model and draw 3-D objects and their views. | 3.1 Draw a 2-D representation of a given 3-D object. **Using CAD technology3.2 Draw, using isometric dot paper, a given 3-D object. ***MODIFIED WITH USING SKETCHUP3.3 Draw to scale top, front and side views of a given 3-D object.
3.4 Construct a model of a 3-D object, given the top, front and side views. 3.5 Draw a 3-D object, given the top, front and side views. 3.6 Determine if given views of a 3-D object represent a given object, and explain the reasoning. 3.7 Identify the point of perspective of a given one-point perspective drawing of a 3-D object. 3.8 Draw a one-point perspective view of a given 3-D object.
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Sample Lessons
The sample lessons below I have created to incorporate self directed learning activities for students to undertake in a Workplace Math 11 class. They are designed as web based tutorials for introducing SketchUp to students.
- The students will be asked to start these lessons by visiting the web page and trying to follow the walk-through activities frame by frame on their own computers.
- The activities are designed to be self directed and students can ask for clarification or help with a problem as they go.
- Drawing lines and shapes to scale A lesson using the different tools to draw shapes to scale
- Designing an everyday object A sample web-tutorial style lesson created to teach students how to draw a dresser.
- Designing a room A web-tutorial style lesson on creating a basic 3D room.
References:
Yakubu, G.S. (1994). Maximizing the Benefits of CAD Systems in Architectural Education. In The Virtual Studio: Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design, 228. eCAADe. Glasgow, Scotland: University of Strathclyde.